Pts2011 socialpresencever4

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  • So, what if we just delivered the whole session this way? How would you feel? What would your reaction be? [Make folks share their thoughts]Image source: http://playagrill.wordpress.com/2010/08/29/was-there-really-a-man-named-jose-cuervo/
  • Slam dunk course story
  • Define social presence.Social presence is a theory that explains the ability of people to present themselves as "real people" through a communication medium. Now a central concept in online learning, researchers have shown—to varying degrees—a relationship between social presence and student satisfaction, social presence and the development of a community of learners, and social presence and perceived learning.Image source: http://tvnewswatch.blogspot.com/2010/08/tv-is-bad-for-health-psychologist-says.html
  • So what were you thinking about with this slide? PLThis image has to do with our desire to bridge the transactional distance, to have more personal relationships with students. Does the image not work? JCDPhoto attribution: http://www.flickr.com/photos/jtrant/2414228084/
  • So, we started pulling together and experimenting with various high- and low-tech social-presence strategies that would help us attend to social-presence needs.
  • But, we were also very mindful of how much time it can take to establish social presence, and had in mind so many strategies for tackling this goal, that we were concerned that our efforts would lead to us being tied to the computer at all hours of the day and night.Image source: http://2.bp.blogspot.com/_oFN5FV7Qr9c/SckVca2J-xI/AAAAAAAACP4/DnvStGTQaBQ/s400/monitor+flipped.jpg
  • Quest begins Through informal inquiry, we received positive comments from students about the use of these strategies to enhance social presence and help them feel more connected to us as their professors, each other, and the course in general. However, during more formal data collection, we have received results that tell a somewhat different story, leading us to wonder if low-tech solutions are more impactful than high-tech solutions.Image source: http://www.graphpaper.com/2007/02-05_the-holy-grail-of-information-architecture
  • Ask audience a poll:
  • Just like the purpose of the roundtable where everyone who sits at is equal (no one sits at the head of the table), we initially gave all of the strategies we were using equal weight in our courses. To give you an idea of the types of strategies we’ve tried and/or use:Digital StoriesSynchronous sessionsVideoSuperheroSoundtrackPhone call
  • What video is this? PLSorry, my digital storytelling video. So, who’s computer are we using? I can bring the story on a thumb drive and transfer it over. However, is it too long at 3 or so minutes? JCD
  • Synchronous sessions
  • Began using all kinds of personalized videos from video announcements, to general how-to videos, to individual one-on-one videos
  • [Let’s get interaction here… we could ask for songs that get you motivated, energized? Or we could do the lyrics game?]PL, What you want to do here?
  • <telephone…what I want to do is actually call you, and you and I have a pretend phone call>Image source: http://gretachristina.typepad.com/.a/6a00d8341bf68b53ef0120a594d455970c-popupThis is actually associated with the 5-Minute Phone Call…so do you want to put that title here, or keep it a secret?
  • PL: bring up a twitter window, post something, etc.???
  • It was time for a closer look so we began to formally investigate which strategies were better than the rest.
  • So did you change this for the third one to be lower than the rest? If so, that is fine. If not, I can change it back. PLI did lower it because we haven’t done it…was trying to make it look different. But feel free to change it…we could line them up but make the last one a different color? JCD
  • Ask audience a poll:Which do students like more:(a) high-tech, such as synchronous sessions, digital stories, videos, & Twitter?(b) strategies that involve low-tech, such as email, bios, telephone, feedback, & discussions?
  • Ask audience a poll:I was a little confused at this one but tried to put it in a similar format. PLIf this doesn’t work, let’s fix it. What I was trying to do was provide commentary (but trying to be funny about it) about how confident we were that the high-tech solutions were the way to go…that Twitter would be a hit… So much so that we wrote articles about it, tweeted about it…we make a lot of claims about how great it was. -JCD
  • Not sure if we need this slide. PL
  • Patrick, can we show more than top 5…I need to see the data again, is there another natural cut-off? I will try to hunt it down. PLMore than five for each of these slides would be great… JCD24 items to rate.
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Patrick: Most effective and least effective comments
  • Ask audience a poll:
  • Ask audience
  • Pts2011 socialpresencever4

    1. 1. Long (K)nights at the round table: Our quest for the social-presence grailJoni Dunlap | joni.dunlap@ucdenver.eduPatrick Lowenthal | patrick.lowenthal@ucdenver.eduEllen Stevens | ellen.stevens@ucdenver.edu
    2. 2. From Joni: Good afternoon, everyone! I am an associate professor of instructional design and technology in the School of Education and Human Development, and the Assistant Director for Teaching Effectiveness with the Center for Faculty Development on the downtown Denver campus. My teaching and research interests focus on the use of sociocultural approaches to enhance adult learners’ development and experience in postsecondary settings. I live in Littleton, with my husband and two amazing daughters – Gillian (7) and Raeghan (4).
    3. 3. From Patrick: Howdy!I am an academic technology coordinator at CU Online. I am also a doctoral student in the School of Education where I also teach online in the Information & Learning Technologies program.My research focuses on teaching and learning online – specifically, how people communicate, connect, and build community in online environments. I currently live in Westminster with my wife, two girls (Jordan &Ashlyn) and two dogs.
    4. 4. How’s thatworking for you?
    5. 5. Theory of Social Presence
    6. 6. High & Low Tech Strategies• Introduction and orientation• Personalized, detailed feedback• Reconnecting (e.g., synchronous and asynchronous discussions, fun activities)• Discussion, peer support, and collaborative resource sharing• Free-flowing, organic interactions
    7. 7. All Hours of the Day…
    8. 8. Our Quest Began
    9. 9. What Do You Think?How important is social presence:(a) very important(b) important(c) not that important(d) waste of time(e) what’s social presence?
    10. 10. Are They All Equal?
    11. 11. Synchronous Sessions
    12. 12. Personalized Videos
    13. 13. What Makes You Rock?
    14. 14. Superhero Powers
    15. 15. 5-Minute Phone Call
    16. 16. What’s Happening?
    17. 17. It was time for a closer look
    18. 18. Our Big QuestionWhat are students’ perceptions of various social-presence strategies in an online course?
    19. 19. Phase 1 Phase 2 “What Survey on aspects of the perceptions course helped of social you feel presence connected to your course colleagues? To me?” Next phase Follow-up semi- structured interviews with subset of students
    20. 20. What Do You Think?Which do students like more:(a) high-tech strategies?OR(b) low-tech strategies?
    21. 21. Phase 1 results (1 of 5)• In general, the discussions helped me feel connected to my course colleagues. The discussions also helped me feel connected to you (Joni). In addition, the feedback I received on my projects helped quite a bit as well.• The structured discussions that we had always help me, sometimes I may miss a point that someone else may see, so I like that and the various points other students make. I also like the peer review on the projects, I think that helped me feel connected. I think you did a great job with interacting with the discussions and any email I sent you answered quickly, so I felt connected.
    22. 22. Phase 1 results (1 of 5)• In general, the discussionshelped me feel connected to my course colleagues. The discussions also helped me feel connected to you (Joni). In addition, the feedback I received on my projects helped quite a bit as well.• The structured discussions that we had always help me, sometimes I may miss a point that someone else may see, so I like that and the various points other students make. I also like the peer review on the projects, I think that helped me feel connected. I think you did a great job with interacting with the discussions and any email I sent you answered quickly, so I felt connected.
    23. 23. Phase 1 results (2 of 5)• The part of the course that made me feel connected to the other students was the peer reviews. The aspect of the course that helped me feel connected to the instructor was the feedback I received from the instructor and the follow-up email exchanges.• I really liked being an integral part of reviewing. I felt (especially in certain assignment) that I really got some insight into how the other students interpreted the assignments and put their own life (either work or other parts of their life) into the assignment.
    24. 24. Phase 1 results (2 of 5)• The part of the course that made me feel connected to the other students was the peer reviews. The aspect of the course that helped me feel connected to the instructor was the feedback I received from the instructor and the follow-up email exchanges.• I really liked being an integral part of reviewing. I felt (especially in certain assignment) that I really got some insight into how the other students interpreted the assignments and put their own life (either work or other parts of their life) into the assignment.
    25. 25. Phase 1 results (3 of 5)• The introductory music activity was absolutely awesome to help in getting to know people. Many of us have worked together the past few semesters, but this helped shed a lot of light of a more personal nature about their lives. I would also say reading and reviewing others assignments and postings also helped indirectly connect....
    26. 26. Phase 1 results (3 of 5)• The introductory music activity was absolutely awesome to help in getting to know people. Many of us have worked together the past few semesters, but this helped shed a lot of light of a more personal nature about their lives. I would also say reading and reviewing others assignments and postings also helped indirectly connect....
    27. 27. Phase 1 results (4 of 5)I really LOVE twittering with everyone. Itreally made me feel like we knew each othermore and were actually in class together.The Soundtrack of Your Life: It was a creativeway to introduce ourselves to each other thatcommunicated something about ourselvesinstead of using words. I thought the GoogleDoc activities were an excellent way to expressourselves freely for others to read freely aboutour expressions.
    28. 28. Phase 1 results (4 of 5)I really LOVE twittering with everyone. It really made me feel like we knew each other more and were actually in class together. The Soundtrack of Your Life: It was a creative way to introduce ourselves to each other that communicated something about ourselves instead of using words. I thought the Google Doc activities were an excellent way to express ourselves freely for others to read freely about our expressions.
    29. 29. Phase 1 results (5 of 5)In terms of relating to Joni, I felt yourcontributions to discussions and commentarywere obviously the biggest way to get yourthoughts on our work. I would periodically checkyour blogs to review your thoughts, and theartwork you chose to illustrate each week didgive some ideas as to where you are coming fromor whom you are.
    30. 30. Phase 1 results (5 of 5)In terms of relating to Joni, I felt your contributions to discussions and commentary were obviously the biggest way to get your thoughts on our work. I would periodically check your blogs to review your thoughts, and the artwork you chose to illustrate each week did give some ideas as to where you are coming from or whom you are.
    31. 31. Phase 1 Phase 2 “What Survey on aspects of the perceptions course helped of social you feel presence connected to your course colleagues? To me?” Next phase Follow-up semi- structured interviews with subset of students
    32. 32. Overly ConfidentHow confident were we that studentspreferred high-tech strategies?(a) Making demands like rock stars(b) Tweeting about our findings(c) Worried that it would all fall apart, styming ourchances at fame and fortune
    33. 33. Phase 2 Results
    34. 34. Connected to Instructor: Top 10General “how-to” screencasts M=3.73One-on-one emails M=3.67Trouble shooting “how-to” videos M=3.55Detailed written feedback M=3.5Instructor bios M=3.47Screencast feedback on assignments M=3.45Adobe Connect synchronous sessions M=3.365-minute phone conversation M=3.33Previous relationship with instructor M=3.3Digital storytelling M=3.25
    35. 35. Connected to Peers: Top 10Digital storytelling M=3.31One-on-one emails M=3.14Previous relationshipw/ peers M=3.07Access to peers projects M=3.07Virtual Paper Bag: Story M=2.88Adobe Connect synchronous sessions M=2.79Virtual Paper Bag: Five photos in Flickr M=2.78Peer reviews M=2.67Virtual Paper Bag: Soundtrack M=2.56Threaded discussions M=2.5
    36. 36. Connected to Instructor: Bottom 5Twitter M=1.79Top 100 List of Design Guidelines M=1.89Just ask Zoltar M=2.00Superhero Powers M=2.13Course Overview Videos M=2.14
    37. 37. Connected to Peers: Bottom 5Twitter M=1.54Just ask Zoltar M=1.89Top 100 List of Design Guidelines M=2.00Superhero Powers M=2.11Instructor’s Feedback on Other’s M=2.25work
    38. 38. Connected to Instructor: EffectiveWhat was the most effective at helping you feelconnected to your instructor?High-tech:•Adobe Connect synchronous sessions•How-to screencasts
    39. 39. Connected to Instructor: EffectiveWhat was the most effective at helping you feelconnected to your instructor?Low-tech:•Instructor bios•5-minute phone conversation•One-on-one emails•Detailed written feedback
    40. 40. Connected to Peers: EffectiveWhat was the most effective at helping you feelconnected to your peers?High-tech:•Threaded discussions•The Virtual Paper Bag•Digital storytelling
    41. 41. Connected to Peers: EffectiveWhat was the most effective at helping you feelconnected to your peers?Low-tech:•Peer review•Access to each other’s projects•One-on-one emails
    42. 42. Connected to Instructor: NotWhat was the least effective at helping you feelconnected to your instructor?High-tech:•Twitter•Threaded discussions•Course overview videos
    43. 43. Connected to Instructor: NotWhat was the least effective at helping you feelconnected to your instructor?Low-tech:•No comments provided
    44. 44. Connected to Peers: NotWhat was the least effective at helping you feelconnected to your peers?High-tech:•Twitter•Top 100 List•Musical activities
    45. 45. Connected to Peers: NotWhat was the least effective at helping you feelconnected to your peers?Low-tech:•Providing peer review feedback
    46. 46. What Would You Do? Given these results, what would you do next?a) Stop teaching onlineb) Collect more data
    47. 47. Phase 1 Phase 2 “What Survey on aspects of the perceptions course helped of social you feel presence connected to your course colleagues? To me?” Next phase Follow-up semi- structured interviews with subset of students
    48. 48. Next Phase (Phase 3)• Semi-structured interviews with four students with high SP scores, four students with low SP scores – In an online course, how important do you think feeling connected to your instructor is as well as getting a sense that your instructor is "there" and "real"? Why? What types of technologies and learning activities help? – In an online course, how important do you think feeling connected to your peers is as well as getting a sense that they are "there" and "real"? Why? What types of technologies and learning activities help?
    49. 49. Discussion• The two phases led to different results; the quest isn’t over• Not all strategies are weighted the same• Is there a right combination, and/or saturation point?• Low-tech solutions are a good approach?• Each online course may need a different roundtable
    50. 50. ConclusionWhat would you do next?

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